Please tell us how you have integrated global awareness into your English curriculum. Feel free to have discussions with one another regarding this topic. Also, upload any applicable documents you have created and share any useful links you have found
A webquest I created when I was teaching English II, Women's Rights Around the World, promotes global awareness because students begin to understand how women's rights differ around the world. This information and exploration is embedded in English II curriculum and in World Literature, and students employ 21st century skills as they learn. Please feel free to use this and change it as necessary. Leave me a note on the discussion portion of this page to let me know how it goes!
Also in my English II class, we did a Cinderella project in which we studied Cinderella stories from around the world. This project promoted global awareness because it allowed us to discuss the different cultures and values. Because this project involves a speech, it is directly related to the English II curriculum. Again, feel free to use this unit idea. There are tons of resources for it online, and I am including the rubric, the project assignment sheet, and an alternate form of the assignment.
outcome: Bridge cultural differences and use differing perspectives to increase innovation and the quality of work.
example: After reading several issues of an international literary magazine that publishes art, poetry, and prose, students produce and evaluate their own submissions. One example of an international literary magazine isA Vision.
outcome: Leverage the collective intelligence of groups when appropriate. example: Students conduct interviews with leaders and members of several different religious communities in their city or town. Without making comparisons, students create short videos explaining their personal identity, the process of locating and talking to people of diverse faiths, and what they learned in their interviews.
example: In partnership with international peers or students from US communities they are not familiar with who represent significantly different backgrounds from them, students identify and research global trends in communication and the impact of these trends on them locally and personally. Students use online communication tools such as Voice-Over-IP, or webcasting tools such as podcasts, videos, and wikis, as they gather their information, collaborate on the products, and reflect on the project.
outcome: Bridge cultural differences and use differing perspectives to increase innovation and the quality of work.
example: Students conduct research about three or four immigrant communities living in or near their city or town since 1965. The students then publish findings on the Internet and compare their findings with students in other countries through projects such as the International CyberFair. example: Using a shared wiki, blog, or learning management system, students communicate with classes in other regions or countries significantly different from their classroom to share their daily school life, to discuss books they are reading, and to publish their creative writing.
Please tell us how you have integrated global awareness into your English curriculum. Feel free to have discussions with one another regarding this topic. Also, upload any applicable documents you have created and share any useful links you have found
- From the Partnership for 21st Century Skills and their 21st Century Skills Map for English, comes the following lessons:
outcome: Bridge cultural differences and use differing perspectives to increase innovation and the quality of work.
example: After reading several issues of an international literary magazine that publishes art, poetry, and prose, students produce and evaluate their own submissions. One example of an international literary magazine is A Vision.outcome: Leverage the collective intelligence of groups when appropriate.
example: Students conduct interviews with leaders and members of several different religious communities in their city or town. Without making comparisons, students create short videos explaining their personal identity, the process of locating and talking to people of diverse faiths, and what they learned in their interviews.
example: In partnership with international peers or students from US communities they are not familiar with who represent significantly different backgrounds from them, students identify and research global trends in communication and the impact of these trends on them locally and personally. Students use online communication tools such as Voice-Over-IP, or webcasting tools such as podcasts, videos, and wikis, as they gather their information, collaborate on the products, and reflect on the project.
outcome: Bridge cultural differences and use differing perspectives to increase innovation and the quality of work.
example: Students conduct research about three or four immigrant communities living in or near their city or town since 1965. The students then publish findings on the Internet and compare their findings with students in other countries through projects such as the International CyberFair.example: Using a shared wiki, blog, or learning management system, students communicate with classes in other regions or countries significantly different from their classroom to share their daily school life, to discuss books they are reading, and to publish their creative writing.